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Audio1:18
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\n\"The\n\n
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\nLit2Go\n
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\nThe Boy Who Cried ‘Wolf'\n

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\n\nFor Students\n\n5th - 8th\n\nStandards\n
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\nAesop's \"The Boy Who Cried 'Wolf'\" features a boy whose small mistake gets him into big trouble. What could have done differently? Learners make a concept map to depict the events from the fable after listening to an engaging audio...\n
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\nRead Works\n
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\nThe Boy Who Cried Wolf\n

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\n\nFor Students\n\n5th\n\nStandards\n
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\nReinforce reading comprehension strategies and contemplate an important life lesson with a worksheet featuring Aesop's fable, The Boy Who Cried Wolf. After reading a brief passage, scholars show what they know by way of...\n
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Audio6:57
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\nStorynory\n
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\nThe Boy Who Cried Wolf\n

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\n\nFor Students\n\n2nd - 6th\n\nStandards\n
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\nBoost the importance of telling the truth with an audiobook taken from Aesop's fable, \"The Boy Who Cried Wolf.\" This version is told by the young boy who is now a grown man looking back on the time he made the unfortunate decision to lie.\n
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\nThe Boy Who Cried Wolf\n

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\n\nFor Teachers\n\n2nd\n
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\nSecond graders listen to the story, THE BOY WHO CRIED WOLF and in pairs, discuss the theme of the book and two things that they liked about it. They then read the book OOPS and discuss the theme of the book identifying the things they...\n
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Worksheet
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\nThe Bo Who Cried Wolf\n

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\n\nFor Students\n\n3rd - 5th\n
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\nFor this story worksheet, students read \"The Boy Who Cried Wolf,\" then answer discussion, comprehension and extension questions and do simple research on shepherds.\n
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\nK5 Learning\n
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\nThe Wolf\n

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\n\nFor Students\n\n4th\n\nStandards\n
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\nFourth graders have likely heard the expression to cry wolf, but they may not know the saying's origin. A short reading passage tells the story and includes four comprehension questions for pupils to demonstrate their...\n
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\nGlobal Oneness Project\n
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\nThe Man and the Wolf\n

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\n\nFor Teachers\n\n9th - 12th\n\nStandards\n
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\nHuman attitudes toward the big bad wolf come into focus in a photo essay that asks viewers to consider their own feelings about the endangered species.\n
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Worksheet
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\nThe Boy Who Cried Wolf (2) - Aesop\n

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\n\nFor Students\n\n2nd - 3rd\n
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\nFor this The Boy Who Cried Wolf worksheet, students read the passage and then trace and write the story about the boy who cried wolf. Students trace and write 5 lines total.\n
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Interactive
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\nThe Boy Who Cried Wolf (1) - Aesop\n

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\n\nFor Students\n\n1st - 3rd\n
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\nIn this trace and write instructional activity, students trace and write sentences about The Boy Who Cried Wolf. Students trace and write 5 lines.\n
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Audio0:41
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\nThe Wolf and the Kid\n

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\n\nFor Students\n\n5th - 8th\n\nStandards\n
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\nWhat is true bravery and how do people demonstrate it? Part of an extensive series of audiobooks, Aesop's 81-word fable \"The Wolf and the Kid\" tells the story of a boy that bravely attacks an enemy wolf from afar. Paired with a graphic...\n
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\n\"Fables\n\n
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\nCore Knowledge Foundation\n
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\nFables and Stories Tell It Again!™ Read-Aloud Anthology\n

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\n\nFor Teachers\n\n1st\n\nStandards\n
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\nA read-aloud anthology focuses on fables. Over three weeks, first graders listen to various stories and then participate in lessons that cover story elements, including plot, characters, setting, and personification and explore...\n
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Worksheet
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\n\"Cloze\n\n
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\nCloze Passage: Cried \"Wolf!\"\n

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\n\nFor Students\n\n3rd - 5th\n
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\nIn this fiction cloze procedure worksheet, students fill in the 12 missing words in the passage to help identify their reading level.\n
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Lesson Plan
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\nCurated OER\n
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\nWhat Difference Do Good and Bad Make?\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars discuss the characteristics of good citizenship, listen to the story, The Boy Who Cried Wolf, and develop and present skits demonstrating examples of good and bad behaviors.\n
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\n\"Aesop's\n\n
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\nAesop's Fables\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nRegale your class with renditions of Aesop's fables from the engaging, and beautifully illustrated book by Jerry Pinkney. Guide discussion to practice prediction, compare and contrast various stories, explore the connections between the...\n
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Lesson Plan
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\n\"Introduction\n\n
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\nCurated OER\n
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\nIntroduction to Myths, Fables, and Legends\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nMiddle schoolers identify elements of myths, fables, and legends as they read an example of each.  After reading an example of each type of story, they list elements from each.  They compare and contrast these features by...\n
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\n\"All\n\n
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\nAll About Aesop\n

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\nFirst graders explore the genre of fables. In this fables lesson, 1st graders use various reading strategies to raise comprehension skills. Students make prediction and complete a prediction journal. Students understand that fables have...\n
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\n\"Folktales:\n\n
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\nCurated OER\n
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\nFolktales: A Cultural Teaching Tool\n

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\n\nFor Teachers\n\nK - 3rd\n
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\nStudents demonstrate an understanding that folktales carry underlying themes through writing sentences explaining some of the themes presented in several folktales.\n
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\n\"Language\n\n
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\nCurated OER\n
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\nLanguage Arts: Retelling Leo the Longhorn\n

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\nStudents reinforce sequencing skills by retelling stories. After being assigned roles in the production, they create dialog, props, and costumes for retelling the story \"Leo the Longhorn.\" Working in cooperative groups, students may also...\n
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Lesson Plan
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\n\"Why\n\n
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\nWhy Mosquitoes Buzz in People's Ears\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nStudents find themes in folktales. In this folktale lesson, students read different folktales from Africa to find what message the author wants the reader to learn. They read \"Why Mosquitoes Buzz in People's Ears\" by Verna Aardema,...\n
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Lesson Plan
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\n Theme vs. Topic\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents use Aesop's fables to examine theme and topic. In this theme and topic lesson, students read different fables and discussing as a class. After hearing more stories students work in pairs to determine the theme or topic.\n
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\n\"Do-deca-he-dron-It's\n\n
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\nDo-deca-he-dron-It's Greek to Me!\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nLearners create a dodecahedron shaped visual report of the literary elements of a short story.\n
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\n\"Storytelling\n\n
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\nStorytelling\n

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\n\nFor Teachers\n\n2nd\n
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\nStudents explore the origins of folktales, fairytales, myths, legends, fables, and folktales in the ten lessons of this unit. A storytelling festival is held to feature the results of the variety of activities presented in the unit.\n
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Interactive
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\n\"Wild\n\n
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\nWild Children 1\n

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\n\nFor Students\n\n5th - 8th\n
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\nIn this Romulus and Rebus interactive exercise, students read a short passage about Rome and how it was built. Students answer questions, fill in the blanks and complete a writing activity in an interactive format based on the reading.\n
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Interactive
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\n\"Cloze\n\n
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\nCloze Exercise: Romulus and Remus\n

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\n\nFor Students\n\n7th - 9th\n
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\nIn this cloze exercise instructional activity, students enter words in the boxes to complete sentences in a paragraph.  The paragraph contains the story of Romulus and Remus.\n
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